Welie Camille, Schoonen Rob, Kuiken Folkert
1Amsterdam University of Applied Sciences, Amsterdam, The Netherlands.
2Radboud University, Nijmegen, The Netherlands.
Read Writ. 2018;31(9):2065-2094. doi: 10.1007/s11145-017-9801-x. Epub 2017 Nov 18.
The present study investigated whether text structure inference skill (i.e., the ability to infer overall text structure) has unique predictive value for expository text comprehension on top of the variance accounted for by sentence reading fluency, linguistic knowledge and metacognitive knowledge. Furthermore, it was examined whether the unique predictive value of text structure inference skill differs between monolingual and bilingual Dutch students or students who vary in reading proficiency, reading fluency or linguistic knowledge levels. One hundred fifty-one eighth graders took tests that tapped into their expository text comprehension, sentence reading fluency, linguistic knowledge, metacognitive knowledge, and text structure inference skill. Multilevel regression analyses revealed that text structure inference skill has no unique predictive value for eighth graders' expository text comprehension controlling for reading fluency, linguistic knowledge and metacognitive knowledge. However, text structure inference skill has unique predictive value for expository text comprehension in models that do not include both knowledge of connectives and metacognitive knowledge as control variables, stressing the importance of these two cognitions for text structure inference skill. Moreover, the predictive value of text structure inference skill does not depend on readers' language backgrounds or on their reading proficiency, reading fluency or vocabulary knowledge levels. We conclude our paper with the limitations of our study as well as the research and practical implications.
本研究调查了文本结构推理技能（即推断整体文本结构的能力）在句子阅读流畅性、语言知识和元认知知识所解释的方差之外，对说明文阅读理解是否具有独特的预测价值。此外，还研究了文本结构推理技能的独特预测价值在单语和双语荷兰学生之间，或在阅读能力、阅读流畅性或语言知识水平不同的学生之间是否存在差异。151名八年级学生参加了测试，这些测试考察了他们的说明文阅读理解、句子阅读流畅性、语言知识、元认知知识和文本结构推理技能。多层次回归分析表明，在控制阅读流畅性、语言知识和元认知知识的情况下，文本结构推理技能对八年级学生的说明文阅读理解没有独特的预测价值。然而，在不将连接词知识和元认知知识都作为控制变量的模型中，文本结构推理技能对说明文阅读理解具有独特的预测价值，这凸显了这两种认知对文本结构推理技能的重要性。此外，文本结构推理技能的预测价值并不取决于读者的语言背景，也不取决于他们的阅读能力、阅读流畅性或词汇知识水平。我们在论文结尾讨论了研究的局限性以及研究和实践意义。
